ERIC Number: ED029823
Record Type: Non-Journal
Publication Date: 1969-Feb
The Relationship of Self-Supervision to Change in Selected Attitudes and Behaviors of Secondary Student Teachers.
Johnston, Donald P.
A study compared instances of self-supervision with more traditional supervision of student teachers to determine the relationships between this variable and teacher attitudes and interaction behavior. Eighty-four secondary education student teachers were engaged in self-supervision, or were more traditionally supervised, or both. Self-supervising student teachers were videotaped with no supervisor present during each of two 20-minute microteaching sessions; after each session they analyzed their own video tapes using interaction analysis, in which they had received previous training. Traditionally supervised student teachers, who had not had interaction analysis training, were observed by a supervisor during each of their two 20-minute lessons and then met with him for a 30-minute conference. Each student teacher estimated the amount of his indirect and direct influence behavior after each lesson. Pre- and posttest Minnesota Teacher Attitude Inventory (MTAI) scores and the results of the investigator's interaction analysis of each student's video tapes provided the data which was subjected to analyses of variance and covariance. Among the conclusions were that self-supervision tends to promote indirect teaching and higher scores on the MTAI and that estimates by student teachers of the percentage of indirect teaching they exhibit in their lessons are very inaccurate under both traditional and self-supervision. (JS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Minnesota Teacher Attitude Inventory